Preschool

Fredrik Malm (L)

Madam Speaker! We now have to debate the preschool, and there are about forty motions being handled in report UbU8. I want to begin by moving for the approval of the proposal in the report.

Madam Speaker! It is in preschool – previously it was called dagis – that lifelong learning begins. For many children, preschool is the first institution they encounter, the first contact with society outside the home. Here, children are given the opportunity to grow as individuals and develop socially in community with others. Preschool lays the foundation for a secure and successful start to school, and it is crucial for all children to be given the best possible conditions in life.

Swedish school is in crisis. The PISA measurement from 2022 shows a dramatic decline in knowledge levels, especially in reading and mathematics. It is the largest drop in decades. At the same time, screens dominate many children's free time and have been allowed to take up an ever larger space even in preschool, just as in school. Children read and play less while screen time increases.

The research is clear. Too much screen time negatively affects children's well-being and learning. Therefore, we need a change. The government has taken measures to reduce screen time in both school and preschool. An important part of this is the targeted state grants that make it possible to purchase more fiction and non-fiction while the education is primarily to be screen-free. Language development and reading comprehension must be strengthened from an early age, and we shall give children better conditions to become secure, knowledge-oriented individuals throughout their lives.

Madam Speaker! The preschool also has a central role in breaking the exclusion that has taken hold in parts of our country. For many children, the preschool means a chance to make new friends and experience other environments, to get a broader perspective on society. For newly arrived children, the preschool is a key to learning the Swedish language in a pedagogical and stimulating environment.

At the same time, we know that preschool does not reach everyone. Although Sweden has a high proportion of children in preschool from an international perspective – nearly 90 percent in total – participation is significantly lower among children with foreign-born parents and children in socioeconomically disadvantaged areas. Since 2023, there has been a legal requirement for municipalities to actively seek out three-year-olds who are not yet enrolled in preschool and inform parents about the importance of attending preschool. Many newly arrived parents also do not know how the Swedish welfare system works – it is perfectly natural if one has not been here for very long – or are unsure of what preschool entails. Here, the municipalities have an important role to play.

The preschool's mission is, however, greater than that. It can be decisive, for example, for children living under honor oppression, where the family's or clan's norms govern life in the smallest detail. For these children, the preschool is often one of the few places where they can experience a freer existence and be given the opportunity to develop on their own terms. By strengthening the preschool's role in promoting the Swedish language and basic democratic values, we can break destructive patterns and give more children the chance for a brighter future.

Madam Speaker! Quality is crucial. Children at younger ages are incredibly receptive, responsive to knowledge and impressions. Therefore, we must invest in trained preschool teachers, a versatile education that combines pedagogy with play and movement, and an activity where language stands at the center.

To ensure high quality in preschool, the government commissioned an investigation into raising the requirements for teacher and preschool teacher education, the report of which was submitted a few months ago. The investigator has proposed that prospective preschool teachers should have at least D in Swedish to be admitted to that education. This is now being handled in the Government Offices in the usual manner so that legislative proposals will be presented in the future.

For me, it is obvious that the preschool teachers of the future must have the linguistic competence required to give the children a good start.

Madam Speaker! To invest in preschool is to invest in the future. The Swedish preschool is and shall remain a place where all children, regardless of background, are given the opportunity to grow, learn, and develop. By strengthening the preschool's role in breaking exclusion and raising knowledge levels in Swedish schools, we take important steps towards a better future for Sweden.

(Applause)

The speech at riksdagen.se, in Swedish (opens in a new tab)

Camilla Hansén (MP)

Madam Speaker! Fredrik Malm is concerned about children's use of social media. I believe that many who are parents are concerned about this, especially when it concerns small children.

This is something that has happened since we ourselves were young. We do not have much of a reference frame. But I would like to know a bit about what actual knowledge Fredrik Malm has regarding how one works with digital learning materials in preschool. Because it is something completely different. Perhaps I can also get an account of the advantages and disadvantages that Fredrik Malm sees with that work.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Fredrik Malm (L)

Madam Speaker! My simple understanding is that one should not use digital learning materials at the very youngest ages in preschool. Research clearly shows what negative consequences it has. It is possible that the Miljöpartiet has a different opinion, but among our children and young people in Sweden, we see today a clear decline in concentration, in sleep, in how much one moves around, and so on.

This is one of the absolutely most important issues, I would say, both specifically for the school sector and for Sweden as a nation in a broad sense. It is a challenge for Swedish public health, and we truly take this with the utmost seriousness.

It is also so widespread today. A few years ago, I know that there were specific subsidies so that different groups in society could have a computer at home and so on. Today, every household has access to screens, mobile phones, and all that, so I don't quite see why the preschool in particular should devote a large part or part of its activities to this. Rather, it is about the Swedish school being compensatory and being able to contribute to giving other impressions and new opportunities and perspectives for children and young people.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Camilla Hansén (MP)

Madam Speaker! I note that Fredrik Malm did not account for any advantages or disadvantages regarding learning materials, but rather a number of points that are problematic regarding leisure use, for example, too many screens or scrolling.

It is very true that preschool and school have a compensatory mandate. When one refers to the fact that there are screens, mobiles, and computers at people's homes, it exacerbates inequality, because it means that in a family where the parents have the knowledge and ability to guide in terms of screen use, both for entertainment and as pedagogical aids, the children receive good knowledge about these tools. But in families where the parents do not have that knowledge, the children do not receive that knowledge either, and in the Liberals' Sweden, preschool is forbidden from compensating for this.

I also know that the Liberals feel very strongly about language development, the Swedish language, and that all children and young people should acquire the Swedish language.

Children growing up in Sweden can have parents who speak many different languages. Swedish might not be one of them, or there might be one in the family who speaks Swedish. It can look very different for many different reasons.

Here, for example, there are pedagogical tools for working with translations so that all children in a preschool group are included in the teaching and truly strengthen their linguistic ability. There is a great deal of research on this as well. If one is to analyze a research situation, one needs to take in the breadth of it. Above all, one needs to stay away from the categorical and black-and-white parts of the color scale and use broader brushstrokes instead.

I would still like to hear more examples of the advantages and disadvantages of digital learning tools.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Fredrik Malm (L)

Madam Speaker! Broad brushstrokes, says Camilla Hansén from Miljöpartiet. Rather, it was a broad death blow that Miljöpartiet inflicted on Swedish preschool when, seven years ago, they pushed through a curriculum with the goal of initiating digitalization for children as young as one year old. That is when many begin in preschool.

We are now turning this policy around. We do not see it as a goal that children from the age of one should sit with iPads in preschool. When they are to crack the reading code and learn to write a few years later, research indicates that it is best done with pen and paper. Then, of course, there is a huge difference between a one- or two-year-old and a five- or six-year-old.

It is not that everything is black or white – except possibly in the Green Party's world, where one embraces digitalization at very young ages. But I do not see that as a way forward for Sweden.

On the contrary, Madam Speaker, I would say that we from the Liberals' and the government base's side – and also, I believe, from several other parties' side – take these alarm signals very seriously.

If we go a little higher in age, we see, for example, that girls aged 12 and 13 today sleep on average about one hour less than before.

There are also studies showing that children at one year of age today can spend several hours a day in front of YouTube because the parents are stressed and it is a way to manage the everyday puzzle to put a tablet in front of the children when one does other things. But it is not good societal development. It affects curiosity, it affects reading, it affects movement, it affects sleep, and it affects concentration. In the long run, we become scrolling individuals without real social contact with one another.

(Applause)

The speech at riksdagen.se, in Swedish (opens in a new tab)

Rose-Marie Carlsson (S)

Madam Speaker! Yesterday, we in the Education Committee received a visit from Skolverket, who presented a teacher forecast for 2024–2038.

It was stated that during this period, there will be a shortage of 10,000 preschool teachers. At the same time, it was discussed that if people did not quit as much as they do, fewer would be needed. If not so many quit, approximately 5,000–6,000 preschool teachers would be missing.

I am reflecting a bit on the fact that the Liberals are running the Ministry of Education. I am a bit curious about how the dialogue goes between the committee chairman and the ministry – who are his party comrades – when it comes to how we are going to address the shortage of preschool teachers.

I am also reflecting on what the member spoke about earlier regarding tightening the requirements for Swedish in teacher education. I wonder if this also applies to the preschool teacher education. I ask as I do because we often talk about teacher education, but when one asks, the answer is that it also applies to preschool – without it having been said that it applies to preschool.

When it is spoken about school forms, or school, one has to ask if it also applies to preschool, or if it only applies to primary school and the other school forms. That is why I want to ask this. I am curious about how the dialogue on how we should increase the proportion of preschool teachers is going.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Fredrik Malm (L)

Madam Speaker! I think the issues Rose-Marie Carlsson highlights are very pressing. We have a number of challenges in this area. One challenge is that people who are educated to work in preschool have sought other jobs. It is a challenge to get more of them to come back. This applies to the entire school sector and also to other professions, such as the police. Of the people who are educated to work in schools in Sweden, 48,000 do not work in schools. This corresponds, for example, to the entire population of Österåker Municipality – that is, only the people who are educated to work in schools but who do not do so. It is a challenge.

Another challenge, Madam Speaker, is that we need more preschool teachers. The problem is that the prior knowledge among many of the students in those programs is not at a level that will enable them to manage the specific task of language learning for the youngest children in preschool.

The investigator proposes that the requirements for entering the preschool teacher training should be raised. That assessment must be weighed against the fact that we want to train more. If we raise the requirements, perhaps fewer will get in, but we know at the same time that we need more. I do not see it as a solution to lower the requirements for entry. We rather need to raise the status of the entire professional category. This is a workplace environment issue and a wage issue for the municipalities. Some of it can certainly be managed with state grants to increase the quality.

Actually, we need to achieve a number of measures, but I believe that raised requirements regarding the grade in Swedish in the preschool teacher programs in the long run can also lead to an increase in the status for the entire profession.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Rose-Marie Carlsson (S)

Madam Speaker! I have absolutely nothing against raising the requirements for Swedish for preschool teachers. It is extremely important because many of the children have their first contact with the Swedish language there. It also means that we will lose preschool teachers. There will be a dip. The proportion of preschool teachers is today at approximately 43–45 percent. I was myself an employer for many years before I entered the Riksdag. This is something that all municipalities are actively working on. Even if some staff are brought back, it is exactly like in healthcare, i.e., that healthcare staff quit and start working with something else. It is different factors.

There is also a shortage of trained childcare workers. The mission in the preschool is much more complex today than it was, for example, ten years ago. One can ask whether the education keeps up. It can do so to some extent, and then one has to work as the contracting authority and at the preschool.

Can the members see that other competencies may be needed in preschool today because the assignment is more complex? It could, for example, be other educators who have training as music educators or drama educators, social workers, or something else. It would be interesting to hear the thoughts regarding that.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Fredrik Malm (L)

Madam Speaker! It is very positive that Rose-Marie Carlsson and I are fundamentally making the same analysis of this. I think that can be discerned in this.

It is not just that we need more preschool teachers and that there is also a shortage of childcare workers. There is also a problem in that we also have a relatively large category of employees in the preschool who have no education for this. It is problematic.

The members of the board ask about other competencies, Madam Speaker, and it is difficult for me or anyone else here in the chamber to have detailed views on exactly which points should be included in the training itself. There are authorities for such things.

In my world, we possibly have a greater challenge in Swedish preschool today than previously because we have a larger proportion of children who, for example, do not have Swedish as a mother tongue at home. This differs from how it was further back in time. When it comes to the question of pedagogy and play, it is well, at the same time, somewhat timeless things it is about. One should build up an ability to learn basic knowledge and an ability for social interaction. It should also be good to have time for movement.

I do not actually see why the task would be so much more complicated today than it was previously. Rather, I envision, Madam Speaker, that we should return more to the basics in preschool – for example, by phasing out much of the digital from it.

In conclusion, I believe one should also be aware that a number of the proposals from the opposition parties in this report are rather about subsidizing parents in preschool. It is already largely subsidized. I believe that more focus should be placed on precisely raising the quality in preschool. I believe that is more important.

(Applause)

The speech at riksdagen.se, in Swedish (opens in a new tab)

Anna Lasses (C)

Madam Speaker! Thank you, Fredrik Malm, for the contribution and the subsequent discussion! I would like to begin by saying that I truly share Fredrik Malm's view on language, on the importance of language, and on how incredibly important it is to raise the status of preschool educators. This applies to both preschool teachers and childcare workers.

However – and this is a reasoning, I don't know what is right and wrong – I find it interesting that the government wants to set requirements regarding teacher education for schools. It should be C in Swedish, and when it comes to preschool teachers, it should be D. I mean that the language in preschool is almost more important, because that is where the foundation is laid. I understand the practical problems and challenges here and now, but I still wonder how Fredrik Malm views this. Should it not actually be the same requirements? That is the first thing.

Fredrik Malm points out that screens and that part is one of the most important issues. Another very decisive issue, which has also been raised here, is however the shortage of educators. We now see a paradox all over the country: At the same time as preschools all over the country are closing and some staff are being dismissed, we have a shortage of educators. How does Fredrik Malm view this?

The speech at riksdagen.se, in Swedish (opens in a new tab)

Fredrik Malm (L)

Madam Speaker! Thank you, Anna Lasses, for very relevant questions! Spontaneously, I could think it would be reasonable to have the same requirements for knowledge of Swedish for prospective preschool teachers and prospective teachers. The investigator has, however, made the assessment that far too many would not be admitted to the preschool teacher training if that requirement were set. It is constantly an assessment. On one hand, we need to educate people, and on the other hand, we need to raise the quality of the education. The investigator has landed on the proposals he has presented.

We have to look ahead. This will be a product, as they say in the Government Offices, which is hopefully going to come here to the Riksdag during the year. In ordinary Swedish, it is called a bill.

Forgive me, Madam Speaker, now I do not remember exactly what the other question concerned.

(ANNA LASSES (C): It was a matter of preschools having to be closed and staff being dismissed at the same time as we have large groups and a shortage of preschool educators.)

Exactly, but one can consider one thing: How much should the difference in salary be when one has completed a university education compared to if one has not? To what extent should young people invest and borrow to get an education and then perhaps a job, most often in the municipal sector or with an independent actor? The salary they receive may not correspond to the investment they have made in their education. This is a question that I think one can reflect on when it comes to increasing the attractiveness and interest in becoming a preschool teacher.

In addition, I want to refer to the reasoning in the previous exchange. It is quite broad. It concerns the municipal responsibility, what we do at the national level, and much more.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Anna Lasses (C)

Madam Speaker! I hear that we truly share the view on the importance of language. I hope that Fredrik Malm and the government will work to ensure that the status is raised so much that it becomes reasonable to have the same requirements for Swedish, regardless of whether it concerns school or preschool.

Part of the second question concerned that we see preschools closing and staff being dismissed at the same time as there is a staff shortage. It is actually absurd, because at this moment we should be protecting the employees we have and also take the opportunity to reduce the size of the children's groups. This was actually what I was looking for. Is it really okay that we close and dismiss people out in the country at the same time as we have a staff shortage and, moreover, large children's groups?

I hope that it became a bit clearer now.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Fredrik Malm (L)

Madam Speaker! I have personally not closed any preschool, nor have I opened any. It is about municipal decisions or decisions by independent operators.

What we see demographically ahead in the forecasts is shrinking cohorts of children. Fewer children are born, to put it that way. If I may think a bit freely and aloud, Madam Speaker, it could be quite wise that tightenings of the requirements in preschool teacher education are made in a situation where the size of the cohorts is decreasing, given that there may be somewhat fewer who graduate.

In conclusion, regarding the language, Madam Speaker, we have a large group of children in preschool who do not have Swedish as their mother tongue and where the need to learn Swedish is great. That was one part. The other part concerns those children who do not have Swedish as their mother tongue but who also do not attend preschool. We need to reach them in a better way than until now.

A change was made in 2023, I believe it was, which was worked out by the current Minister for Education in her investigation and which means that municipalities shall offer children a place from the age of three. One can decline it.

We are also investigating what we call language preschool, which in practice means that preschool is made mandatory for children who do not have Swedish with them and who are also not expected to get it through the home because the parents have not learned the language. I believe that piece of the puzzle is important overall to strengthen the language among Swedish youth.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Rose-Marie Carlsson (S)

Madam Speaker! We Social Democrats naturally stand behind all our motions, but in this debate we move for approval only of reservations 4 and 12.

Time flies, and we shall once again debate preschool, which is the first step in education and lifelong learning. We have previously discussed and established the budget for expenditure area 16, in which preschool is included.

We often talk about early interventions, but what do we mean by that? Most often it refers to preschool class and upwards. At the same time, we know that investments very early, in this case already in preschool, have a greater effect than investments later. James Heckman, Nobel laureate in economics, shows with his curve, which has received the fitting name Heckman's curve, the importance of investments at an early age and how it levels off as the children get older. In other words: The earlier one invests, the more one gets back.

As I began by saying, the budget is fixed. In the Social Democratic budget, which unfortunately did not receive support, we reinforced preschool with 330 million kronor, and I will describe how we distribute these funds.

Preschool lays the foundation for lifelong learning and is an obvious part of the school system. Every day, more than 500,000 children go to their preschool – a preschool built on knowledge, care, and learning, a preschool that meets children where they are and lets children grow based on their own circumstances, a preschool that meets children with competent and educated staff. The size of the children's groups must continue to decrease, and it must become more attractive to work in preschool.

Even though the number of children is decreasing, the proportion of children enrolled in preschool has increased, which is pleasing. But one must not rest on one's laurels just because the proportion of children has increased; it is extremely important to work actively with monitoring children's attendance in preschool and ensuring that the children actually participate in the activities. It has been shown that high attendance in preschool counteracts high absence in upper secondary school. At the same time, continuity in the children's group is important, both for the children and for the educators' planning.

For some children starting preschool, it may be the first time they encounter the Swedish language. It is not uncommon that the children who have the greatest need for training and development in the Swedish language do not have the access they need for language training.

It is fundamental that the staff themselves master the Swedish language. In order to counter segregation and so that all children get a good start in school, the preschool's language development work must be strengthened, especially in preschools in vulnerable areas. Therefore, we are adding 200 million kronor for a special initiative on language development and high quality in the 200 preschools that need it most.

Madam Speaker! Preschool is crucial for ensuring that children who do not speak Swedish at home have good opportunities to learn the language. Therefore, we want to introduce language requirements for pedagogical staff in preschool. The staff who need it shall receive training to meet the language requirements, and we therefore allocate 80 million kronor to introduce language requirements and language development for the staff. The money can be used for, among other things, language tests and language-developing initiatives for both staff and operations.

In order for everyone to be able to work and take the jobs that are available, today's labor market requires access to childcare during inconvenient working hours. In order for municipalities to be encouraged to offer childcare during inconvenient working hours, they can apply for state grants, and we Social Democrats are increasing this grant by 50 million kronor.

The Education Act emphasizes the importance of preschool teachers, and the curriculum emphasizes the collective competence of the work team, of which the childcare workers constitute a large part. We know that many lack relevant education, and therefore we Social Democrats believe that a preschool lift should be introduced, in the same way as the Elderly Care Lift was introduced in elderly care.

When it comes to childcare workers, there is a vast array of educations. Even though it is the employer who hires and decides what is relevant, we Social Democrats believe it is time to appoint an inquiry to see what it would mean if childcare workers also became a protected professional title, in the same way as for nursing assistants. We are absolutely convinced that it is a good way to increase the quality and equality in Swedish preschools.

Madam Speaker! In recent years, preschool has been affected by various factors. The Convention on the Rights of the Child has become Swedish law, more children are participating in preschool, which is positive, and the stay times are becoming longer while the preschool's language development mission regarding both Swedish and other mother tongues has become more complex. Furthermore, more and more preschools are being run in corporate form.

Against that background, we see a great need for a preschool commission. Such a commission should be tasked with conducting a current situation analysis as well as developing proposals on how to increase the quality and equality in preschool in the future. The commission should consist of both researchers and professionals as well as representatives from the trade union organizations. We also think it would be appropriate to attach a political reference group to it.

We have previously decided here in the chamber regarding staffed school libraries. But we must not forget that it is also important to have libraries in preschools. For many children, it is the first time they get to flip through a book and familiarize themselves with pictures and letters. It is important that the preschool libraries are easily accessible for the children as a natural part of a day at the preschool. I know that many preschools also have daycare libraries where guardians are encouraged to borrow books to read together with their children.

In a restless time, when many children experience uncertainty and change, the preschool shall be a safe place where they can feel seen, heard, and valued. Here, stability, joy, and community are created – a foundation that strengthens the children throughout life. It shall be a preschool that not only educates but also provides security and faith in the future.

(Applause)

The speech at riksdagen.se, in Swedish (opens in a new tab)

Johanna Rantsi (M)

Madam Speaker! The Swedish preschool has long been a model internationally. It has given generations of children a good start in life and enabled parents to combine family life with work. But today we see challenges that require both courage and decisiveness to tackle.

Preschool plays a crucial role in laying the foundation for our children's learning and development. It is an important part of our education system and contributes to providing children with security, knowledge, and social skills that one carries with them throughout their entire schooling and, hopefully, their entire life.

The government is working purposefully to ensure that preschool continues to maintain a high quality, is accessible, and at the same time has a stable foundation. We Moderates and the rest of the government believe that the Swedish preschool should be characterized by both quality and freedom of choice. Parents should be able to trust that their children get a good start in life, regardless of background and place of residence.

Sweden already has a large proportion of children attending preschool. Statistics from Skolverket show that almost 87 percent of all children between one and five years old participate in preschool activities. It is a figure that testifies to the preschool's strong position in our society and the importance of continuing to work for its development.

The government has implemented several reforms to strengthen preschool and increase participation. Even the previous government's reform on outreach activities, which was introduced in 2023, is an important part of this. The municipalities now have an obligation to actively inform about the purpose of preschool and the child's right to a place. This particularly benefits children with weak language development and those who need extra support to enter the school system.

Madam Speaker! Swedish preschool is heading in the right direction, but we also see challenges that require both courage and decisiveness to dare to face. Let me be clear. The Government takes these challenges most seriously. We see that some preschools are struggling with large groups of children. We see that it can be difficult to recruit qualified staff. And we see that the language development of some children is not sufficient when they start school. It is that reality that we must contend with.

One of our most important reforms is the introduction of mandatory language preschool, which is being investigated right now. It is about giving every child a fair chance to succeed in the Swedish school, regardless of which language is spoken in the child's home. We know that language is the key to integration and success in school. Therefore, we are now introducing a systematic work on language development already in preschool.

At the same time, we are investing in the staff's language skills. Skolverket has been tasked with clarifying what knowledge of Swedish the staff in the preschool should have.

Madam Speaker! To ensure quality in preschool, competent staff is required above all else. Therefore, the government is now carrying out the largest competence reform in the preschool area in modern times. The core of this reform is the national professional program, which starts on September 1st this year. It is not a symbolic political change. It is a fundamental reform that will raise the status for the entire preschool teacher profession.

The program is built on three pillars: clear career paths through qualified merit, continuous competence development, and improved opportunities for specialization. We give our skilled educators the chance to develop in their profession while simultaneously making the profession more attractive for entirely new talents.

But we do not stop there. The government has tasked Skolverket with modernizing the childcare education to meet today's requirements. We are also investing specifically in continuing education in language development, because we know that language is the key to a child's success. These are concrete measures that strengthen the quality of the operations here and now.

Madam Speaker! The quality of preschool is absolutely crucial for children's development. To further strengthen the quality of preschool, the government has also initiated an inquiry into an equivalent preschool of good quality, including language preschool. This inquiry, which was commissioned in November last year, aims to determine how Sweden's preschools can be given the best possible conditions to offer an equal and high-quality education.

The investigation into an equivalent preschool of good quality with mandatory language preschool, which the government decided on last year, has among other tasks to investigate and propose how Sweden's preschools shall be given the conditions to offer an equivalent education of the highest quality. The assignment, which is to be reported by December 18 this year at the latest, includes a review of pedagogical measures, resource allocation, and staffing.

The government will also work for clearer quality requirements in preschool, regardless of the head of the organization. This means stricter supervision, increased follow-up, and clearer guidelines to ensure that all preschools live up to the high expectations we have for Swedish preschool.

Madam Speaker! In conclusion: Sweden's preschool is facing a crossroads. Either we continue on the path already taken with clear quality requirements, investments in competence and a focus on language development, or we choose the opposition's path with more of the same politics that have led to the challenges we face today.

The government and the Moderates choose the first path. We choose to take responsibility for the future. We choose to give every child an honest chance to succeed in life. That is what constitutes a responsible preschool policy.

With that, I move for approval of the committee's proposal for a decision.

(Applause)

The speech at riksdagen.se, in Swedish (opens in a new tab)

Daniel Riazat (V)

Madam Speaker! I have a question for Johanna Rantsi and the Moderaterna.

Sveriges Lärare recently released a report showing that seven out of ten municipalities have had a worsened economic situation for school and preschool. Three out of four municipalities, that is 75 percent of the municipalities, state that they have the same gloomy forecast for 2025.

At the same time, we know that the current government, which Johanna Rantsi represents, has significantly reduced the allocations to the municipalities considering the needs and cost increases that exist. SKR (Sveriges Kommuner och Regioner) has spoken about that many billions are missing, which will lead to cuts in the municipalities. Among other things, preschools will be affected. Add to that that we have the world's most extreme marketized school system, where venture capital companies extract billions and billions from the Swedish welfare.

What does this lead to? Well, it leads to what we heard in the Education Committee the other day: that the most difficult workplace to attract staff to within the education system right now is preschool.

When we are aware of all these different factors, how is it that the Moderaterna think it is more important to lower taxes for multi-millionaires and billionaires, including donors to the Moderaterna's own election campaigns, than to invest in preschool? I wonder how one makes this add up.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Johanna Rantsi (M)

Madam Speaker! I thank the member for the question. Just as the member says, preschools are governed by the municipalities. We have many municipalities all around our elongated country. In those municipalities where the Moderates are part of the government, we ensure that the core activities are prioritized. It is about taking a municipal responsibility.

We believe in a preschool that can strengthen both the children and those who work there. But it is about prioritizing in a municipal operation. In my home municipality, we prioritize the school, especially in times of crisis, such as we are in now. The investments in the school, from primary school up to adult education, are large and important. It is a matter of ensuring that we get more people into work.

I do not know if the member did not listen when I gave my speech, but there I presented the initiatives that we are making regarding staff in preschools. We are investing in further education and specialization to increase the knowledge of the staff who already work there. The member may have to rethink and ask their friends out in the municipalities how they prioritize the school. The Moderate leadership in our country prioritizes core activities. There, the school is a large part.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Daniel Riazat (V)

Madam Speaker! One might think it is April 1st, but it is not. The Moderates are involved in governing 60 percent of Sweden's municipalities. You do not need to be super skilled at math in here, but let us do a mathematical exercise: If the Moderates govern in 60 percent of the municipalities and there are cuts in 70 percent of the municipalities, it is impossible that the Moderates are involved in investing in preschools in the municipalities where they govern.

Then we can put the April Fool's joke behind us and move on to talking about how the Moderaterna are involved in and lowering the tax for multi-millionaires and billionaires. They are borrowing from the Swedish treasury and Sweden's taxpayers to do this. At the same time, we receive investigations, some of which the government itself has ordered, where it is said that, among other things, the preschool is in crisis. We should be proud of the Swedish preschool but at the same time acknowledge that there are enormous problems when it comes to retaining staff within the preschool and ensuring that staff do not become sick leave due to the dreadful working environment that prevails in many places.

Then I wonder again, if we can now put the falsehoods aside, if the Moderaterna can answer the simple question: Why is it more important to lower the tax for those people who are Sweden's richest people and who, among other things, have donated money to the Moderaterna's election campaigns than to spend money on ensuring that the staff in the preschool feel better and that the children get a better preschool activity? Why is this so important for the Moderaterna?

The speech at riksdagen.se, in Swedish (opens in a new tab)

Johanna Rantsi (M)

Madam Speaker! The Moderates' election campaigns may belong to another debate.

I believe that the current Moderate-led government is the first government that takes responsibility in these issues. We have contributed to a lowered inflation. We are strengthening Sweden's economy. We will get order in Swedish school, everything from preschool to adult education. We are strengthening the language. We are strengthening the conditions for our preschool staff and school staff through investments in, among other things, professional programs – one of the larger investments in this profession in modern times.

I also think it is important to take responsibility for the fact that the size of the children's cohorts can vary in school. Sometimes it is the case that fewer children are born, and then we need to take responsibility for managing the school in the right way based on different circumstances in different municipalities.

I do not share the member's view here, and we can probably agree on that. I hope that this debate will continue at later occasions.

(Applause)

The speech at riksdagen.se, in Swedish (opens in a new tab)

Anders Alftberg (SD)

Madam Speaker! I move for approval of reservation 5.

It is time to increase the safety in our preschools. All parents should feel secure leaving their children at the preschool. Here, the child shall be given a safe and stable environment for learning through play, develop their social skills, and be prepared for the upcoming school.

Madam Speaker! That is why we were all deeply shocked and upset when it was revealed some time ago that a childcare worker had been able to commit sexual abuse on young girls at a preschool in Ljusdal municipality over several years. There are several similar examples in municipal Sweden. Even in my home municipality, Borås, we have had this type of deplorable case. A few years ago, a man who was then 29 years old, who was prosecuted for sexual abuse against children, had practiced at several preschools in Borås.

Simultaneously, in all of this, we have—as we all know—a situation with growing groups of children, staff who sometimes go to their knees, and children who do not receive the attention they need for their development. It is obvious that the state, with the help of stricter legislation, must enable our municipalities to take their responsibility.

To create a safer and better situation for the children and the preschool staff, the Sweden Democrats propose some important measures.

The first concerns the submission and renewal of criminal record extracts. As you know, the Riksdag decided in the spring of 2021 that criminal record extracts during employment within the school system should only be presented and noted as clear. We Sverigedemokrater, in line with Skolverket, consider the request for submission of criminal record extracts to be the most important part of the work for safety in schools. The children's perspective carries great weight here. To increase safety for our children, we want the previous rules for the submission of criminal record extracts to be reintroduced and that the extracts should cover more crime categories. The criminal record extracts shall also be renewed annually, just as in other activities concerning children.

The provisions in the Education Act regarding register checks should also be expanded to include drivers who transport children linked to the preschool's activities. A mandatory register check for drivers hired by the preschool will reduce the risk of someone who has previously been convicted of, for example, sexual offenses coming into contact with children.

Another measure that will improve the circumstances across the municipalities in Sweden and in preschools is to now introduce a staffing norm. We know that all children need rich access to adults to receive security, care, and support in preschool. In Sweden, it is not regulated what staff density the preschool should have. There are also no statutory fixed limits for how large the children's groups may be, but there are obviously guidelines.

Madam Speaker! In Norway, there is a statutory staffing norm. According to this norm, there may be a maximum of three children per employee in a toddler department and six children per employee in a big children's department. The purpose is to ensure that all children have enough adults around them. We believe that a similar norm should be introduced in Sweden.

Madam Speaker! Another important measure is that we need to improve the work environment and the play environment for our little ones. To improve the environment for both children and staff, the pedagogical space must be reviewed and access to free space must be regulated in law.

In Boverket's guidance, a reasonable measure based on the number of children is 40 square meters of free space per child in the preschool. The total free space should exceed 3,000 square meters because research shows that groups of children can have difficulty developing play and social interaction when the areas are too small. We believe that Boverket's advice and recommendations should be established as minimum requirements according to law.

This is against the background that we all around in municipal Sweden see a clear guideline for large-scale operations of our preschools. The municipality as the principal merges smaller preschools and closes down smaller preschools, and more and more children are being squeezed into a smaller, limited area. Therefore, it is necessary for the state to point the way clearly here.

Madam Speaker! In conclusion, I would like to once again highlight the issue of the veil and honor oppression in our Swedish preschools. Let it be clear and distinct once again: We Sverigedemokrater consider that a total ban on this woman-humiliating, woman-oppressing garment should be introduced in our schools. We must also stand up for Muslim girls' right to be free from religiously motivated gender oppression, sexualization of their bodies, and honor norms.

It is once again appropriate to remind [us] of the development and what has happened in recent years. We remember how it was in 2024, where several alarm reports arrived about how honor oppression was very widespread in Swedish preschools and then especially in particularly vulnerable areas. We had many terrible examples just from Malmö, where the Social Democrats have ruled for many decades.

The pattern repeats itself regardless of whether it is in Borås at Norrbyskolan, where I have worked, at other preschools, or in the Social Democrats' Malmö. We see the same pattern repeated among children living under honor oppression in the department.

One sees that children of different genders are not allowed to play with each other to the extent they want. There are children from families with different religious views. If they happen to be Shia or Sunni can be completely decisive for whether a parent even lets the children socialize at the preschool at all.

Girls are not allowed to wear short sleeves in the summer. The parents do not want that. Young boys can get quite cocky and think that they do not need to show the respect that female employees are supposed to receive. Girls are forced to wear a veil by their parents. They are sometimes also forced to do so by some of the staff who live under the same honor norms.

What is happening in Malmö is already happening today in many places. It is unfortunately some of the future that we must slow down. The widespread honor oppression, but also the naivety and reluctance of certain political parties of different colors, is something that we must fight.

We must maintain a clear and distinct line that all forms of honor oppression must be combated. Certainly, it is even more important in the preschool environment. We have had people here in the speaker's chair who have pointed out how important it is that especially the preschool should be a sanctuary for many of the children who at home live under honor oppression. Then we really must live up to that promise. But unfortunately, we do not do that throughout Sweden.

Madam Speaker! It is time for the state, with the help of stricter legislation, to enable our municipalities to take their responsibility so that we get a better situation for our children and for the preschool staff.

(Applause)

The speech at riksdagen.se, in Swedish (opens in a new tab)

Mathias Bengtsson (KD)

Madam Speaker! For the Christian Democrats, preschool and childcare are about the most important thing we have, namely our children. A secure start in life should not be an extra luxury that is granted to few and for some children, but it is a prerequisite for children to be able to grow up into secure, responsible, and well-adjusted adults.

The love, affirmation, and care that we give our children today, we receive back tomorrow in the form of a stronger and more cohesive society. Therefore, it is obvious for us Kristdemokrater that parents themselves should be able to choose the form of childcare. Families should not be pressed into a mold. Children are unique, and what suits one child does not necessarily suit another child.

Therefore, there needs to be a broad palette of alternatives – municipal and private preschools, pedagogical care, but also the possibility to stay at home with one's children if one so wishes. It should be the parents' choice, not the politicians'.

Diversity provides choice, and choice provides security. To that diversity contribute, among other things, the family-run daycare centers, where small-scale operations, a home-like proximity, and high continuity among the staff create a secure environment for the children. They are small groups, but they are great opportunities. The family-run daycare centers are an invaluable complement to preschool, and they must be protected and developed instead of disappearing in municipal savings.

Madam Speaker! A key in childcare is that there is time for the children. Time for the children gives safer children, and safe children create a better society. But for all children to be safe and for time for the children to be possible, we must tackle one of the very biggest challenges, namely groups of children that are too large.

The research here is crystal clear. Large groups of children lead to stress, concentration difficulties, and impaired learning. If a group of children becomes too large, it can be said that it loses its purpose. What is intended to be a safe and stimulating environment can instead be that which creates insecurity and stress.

No two-year-old should have to feel anonymous in their preschool group. Anonymity breeds uncertainty, and uncertainty breeds problems. A child should not have to shout to be heard. A child should not have to wait for an embrace to crawl into.

That is why Skolverket says there should be a maximum of 12 children per group with 1–3-year-olds and a maximum of 15 children for 4–5-year-olds. But the reality looks different. Many preschool teachers work in groups that are significantly larger than Skolverket's guidelines.

We cannot accept from a national political standpoint that guidelines merely become empty words; the work of reducing the size of children's groups must be given the highest priority. National legislation is needed here. Therefore, the Christian Democrats have been pushing for a maximum limit on the size of children's groups since 2014. Now the government is taking important steps to make it a reality.

Parents should be able to feel secure that their children receive time and attention. Staff and preschool teachers should be able to feel secure that they have reasonable working conditions and a chance to see every child. Most importantly, the children should be able to feel secure, seen and affirmed every day.

Madam Speaker! We also need more books and fewer screens in Swedish preschools. We need more read-alouds, more imagination and more play. It is not the preschool's task to teach two-year-olds to swipe on a screen. The preschool's task is to give them a safe and stimulating start in life.

Children need movement, community, and creativity. Too many screens risk leading to the opposite and making children sedentary and reducing free play. We know that the very first years are absolutely crucial for a child's development, and for that very reason, it is worrying that screens and tablets are introduced very early in many children's lives. Preschool must, Madam Speaker, be a counterweight to this. Digital competence can wait. Childhood cannot.

That is why this government ensures that the screen addiction is broken. We are removing the requirements for digital tools in preschool. It is a clear message from the government: Children need time with adults, with books, and with each other – not more hours in front of a screen.

In summary, Madam Speaker: The Christian Democrat childcare policy aims for more children to be seen and affirmed and to be able to feel safe in preschool. It lays a foundation that reduces the risk of mental ill-health later in life. And safe children are what seriously lay the foundation for a safe society and a safer Sweden.

With this, I vote in favor of the committee's proposal in the report.

(Applause)

The speech at riksdagen.se, in Swedish (opens in a new tab)

Anna Lasses (C)

Madam Speaker! Thank you, Member, for the speech! I only have one short question. I completely agree with the Member regarding the size of the children's groups, and I actually have nothing against a maximum limit. But I wonder how the Christian Democrats and the government base have envisioned how it will work with the cost. Who will bear the cost for this?

The speech at riksdagen.se, in Swedish (opens in a new tab)

Mathias Bengtsson (KD)

Madam Speaker! Thank you very much, Anna Lasses, for the question!

There are guidelines from Skolverket regarding the size of children's groups that are not being followed today. Municipalities do different things, and it is almost a majority – depending slightly on how one measures – that do not follow Skolverket's recommendations. When it is an obvious problem that the inequality is so great between different municipalities and different preschools, we need to take a national grip. The government has therefore accepted the Christian Democrats' proposal and will present a proposal to legislate a national ceiling for the size of children's groups.

There is an investigation ongoing, and when it presents its proposals, I assume that there will also be proposals on what this will cost and how it will affect the finances of municipalities or school heads. It is a bit early to say, but already now the government is making an investment in preschool with 900 million in 2025. It is a supplement to the municipalities that comes with both general and targeted government grants.

Exactly what will come with the new legislation we will, of course, have to return to when it is in place, but I envision that when the state legislates, one continues to make the investments that the government has initiated.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Anna Lasses (C)

Madam Speaker! I thank the member for the answer. I look forward to the investigation, and I truly hope the member is right that a reasonable proposal will be produced on how this should proceed.

When looking at calculations that different organizations have made, one can see that the cost probably lies somewhere between 12 and 17 billion if it is spread across all of Sweden. In Malmö alone, it would cost somewhere around 350 million, that is, if one follows the guidelines that exist today.

This naturally depends on which guidelines the investigation proposes – hence my wonder. Is it only the municipalities that are to bear the cost, or will the state contribute significantly more than 900 million? I guess we will have to wait for the answer.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Mathias Bengtsson (KD)

Madam Speaker! I thank the member for the exchange of remarks.

There are certain municipalities that are doing this perfectly well as it stands today. It is not some fantasy or utopia that this is to become a reality, but Skolverket's guidelines are actually followed by certain municipalities even within the economic frameworks and possibilities that one has today.

I believe that this is very well doable, and when the investigation is complete, we will be able to determine exactly what will be the state's responsibility when the state legislates and sets higher requirements.

The reason why this is important is that we do it for the staff's sake, for the parents' sake and for the children's sake. I am thinking in particular of the discussion that was held earlier here about the fact that we need more staff who want to work in preschool. We need to strengthen the attractiveness of the profession. I believe that the status of the profession and for working in preschool will also be strengthened when the work environment becomes better and the children's groups smaller. Therefore, I look forward very much to the government's work in this area.

(Applause)

The speech at riksdagen.se, in Swedish (opens in a new tab)

Daniel Riazat (V)

Madam Speaker! I move for the approval of the Left Party's reservation 6 and reservation 11 from the entire opposition.

Madam Speaker! Today we are debating one of the most important cornerstones of our society, namely preschool. We know that a well-functioning and equal preschool is not only a secure start for our children but also a key to equality, knowledge, and future opportunities. Research shows that a good preschool can reduce gaps and create better conditions for all children, regardless of background.

Instead of strengthening preschool, the government now has a policy that goes in the opposite direction. Cuts, lack of resources, and an increasingly market-driven preschool threaten the quality and equality in the Swedish preschool system. It is time that we speak out and invest in a preschool that puts the children's needs first, not the donors to this government's election campaigns.

Vänsterpartiet stands for a preschool where all children receive the care and learning they need, regardless of where they live or who their parents are. We want to see smaller children's groups, more qualified educators, and a work environment where staff can do their jobs without being worn out all too early. We want to invest in a preschool where no profit-seeking and no cuts stand in the way of the children's best interests.

Madam Speaker! We see how municipality after municipality is forced to cut back on preschools when they already have scarce resources and receive even less in state grants. The staffing density, which should increase due to smaller child groups, is decreasing in their cases. The groups are becoming larger while the workload for the preschool teachers and the childcare workers is increasing.

When the staff is insufficient, who is it that is affected? It is the children. Stressed educators have less time to see each child, and the pedagogical quality suffers. This is unacceptable.

Something that also lowers the pedagogical quality is that many private actors and municipalities have unfortunately made it a system to employ people without any education whatsoever – this in order to lower costs. Today we know that far too few of the preschool staff have a preschool teacher qualification. I wonder: Where is the limit for when we will no longer be able to call this part of childcare a preschool?

To solve the problems, we must talk about, among other things, the work environment and a number of other points. And then, of course, we have the growing wave of privatization of Swedish preschools. As if it were not enough to ruin a high school system and a primary school system, now there are more and more profit-driven companies extracting money from Swedish preschools, money that should have gone to the children. Taxpayers' money should not end up in the pockets of venture capital companies; it should be invested in the children's present and future.

That is why we in Vänsterpartiet want to ban profit-driven companies in preschools and ensure that resources are instead used where they are needed most, in the operations. Public funds should go towards strengthening pedagogy, improving the work environment, and raising quality. They should not go into the pockets of profit-driven companies or capitalists.

Madam Speaker! Vänsterpartiet wants to see a powerful investment. We propose a billion-kronor investment in smaller childcare groups and more qualified preschool teachers and childcare workers. We also want to improve the working conditions for the staff so that more want to stay and more choose to train to become preschool teachers.

The situation we see in preschool today must change. We therefore propose, among other things, a childcare worker lift, where staff without relevant education are given the opportunity to educate themselves during paid working hours. We also want the title childcare worker to be protected so that the profession is given the status it deserves.

That is why we also want to legislate on the size of the children's groups in preschool. Today, Skolverket has recommendations for how large the children's groups should be, but these are not binding. We believe that the recommendations should become law so that every child receives the time and support they need. For children up to three years old, there should be a maximum of 12 children in the group, and for children between four and five years old, there should be a maximum of 15 – in accordance with Skolverket's recommendations. Furthermore, we want a clear regulation of the staffing density so that every child has access to enough adults. This would not only improve the working environment for the educators but also strengthen the quality of the teaching and care.

We also want to lower the fees for preschool, with the goal of making it free in the long run. No children should have to be excluded from preschool for economic reasons. Therefore, we propose that the fees should be lowered already now and that a free allowance in the maximum fee be introduced so that households with lower incomes receive significantly lower fees than today and in the future no fee at all. An accessible and equal preschool is an investment for the whole society.

Finally, we want to ensure that childcare during inconvenient working hours is offered in all municipalities or at least in cooperation between municipalities. Many parents work evenings, nights, and weekends – this was something we witnessed during the covid pandemic – but the possibility of childcare during these times is today limited in the majority of municipalities. This particularly affects single parents with these types of jobs and hinders their opportunities to support themselves and thus also their children. We believe that municipalities should be obliged to offer childcare during inconvenient working hours so that parents can combine work and family life in a secure way.

We know, Madam Speaker, that a well-functioning preschool is the foundation for an equal school and an equal society. By investing in the preschool, we invest in both the present and the future – in the children, in their opportunities, and in our common society. Let us therefore once and for all put a stop to the right-wing government's cuts and the profit experiment they are practicing towards the children. We can build the best preschool for our children again.

(Applause)

The speech at riksdagen.se, in Swedish (opens in a new tab)

Anna Lasses (C)

Madam Speaker! Two weeks ago, the school shooting in Örebro occurred. One week ago, the world order that has existed for the last 80 years died when the US Secretary of State declared his position on Ukraine and Europe. Everything we have taken for granted is now being questioned.

The increasing divide in Sweden with rising mental illness among young people and more and more gang shootings and explosions and also unemployment as a consequence, the developments in Europe and the world – all of this is well a lot to take in. If it is ever important to create cohesion between people and create safety in everyday life, it is now. If it is ever important to stand up for values such as democracy and all people's right to choose their lives, it is now. And if it is ever important to prioritize children's education, it is now.

In this chaos, the preschool indeed has a key role: to create a secure existence for all children, to build trust in people outside the family, and to give every child a base to stand on to take on both their own life and the society that awaits. The preschool is a place for learning when it comes to language, values, leadership, social interaction, taking responsibility for one's actions, and understanding who I am and who I can be.

Now I am going to take up something that I actually consider should be a parenthesis in a preschool debate and which rather belongs in debates about the labor market and the like, namely how important preschool is for us adults. I do it because today we see a sky-high unemployment of 10 percent. I do it because the struggle for equality is being questioned more and more, both in Sweden and in the world at large.

We must remember that preschool is crucial for an equal society and enables us all to work and create economic freedom and security for every individual. In Sweden, 80.2 percent of all women between 20 and 64 years of age are employed, which is slightly lower than the men but 10 percent higher than the EU average. The lowest figure is in Italy, where only 56.5 percent of women work. There, they also do not have the preschool we have in Sweden.

Preschool frees up labor, which is required in a society that, despite high unemployment, is simultaneously screaming for labor. That paradox requires that there be a great opportunity for parents who are studying or seeking work to have their children in preschool for a sufficiently large part of the day.

I now return to what preschool is actually about: children's education.

Speaking of the labor market crying out, we must also talk about the great shortage of qualified preschool staff. It is something we know is that for a high quality of preschool, qualified preschool teachers and childcare workers are required. The proportion of employees who are qualified varies greatly across the country and between employers, between 15 and 75 percent. If we add preschool teachers and childcare workers together, up to 40 percent of employees lack either of these qualifications. The government does talk about the possibility of further education, but the resources offered to the municipalities are by far too small.

The shortage of trained childcare workers is a fact. Furthermore, there is a rather strange view on what is required to call oneself a childcare worker. Sometimes the title is used for short training programs for labor market measures, which results in relatively inexperienced staff being employed in our preschools, with a lack of knowledge about what the work actually entails. An upgrade of the childcare profession is therefore something that we in Centerpartiet demand, with a standardization of the basic education for childcare workers so that it becomes clear what will actually be required to use that title.

The most important and fundamental thing in a child's education is language. It should therefore be a matter of course that every single person working with children in preschool has sufficient knowledge in the language required to have full access to society. This is also the reason why we in Centerpartiet demand sufficient language skills in Swedish for those who work with children in both preschool and pedagogical care. We know that the government agrees with this, and we therefore follow the developments.

Madam Speaker! Let us now talk about group sizes and staffing density. Besides qualified educators, this is something that truly affects quality. We have excellent guidelines – which are not followed. Someone who takes a quick look at the figures might get the impression that it still looks quite okay. The average of 12.6 children in small-child groups is not that far from 12, which is the maximum for the recommended size. And 16.1 for older children is perhaps not that far from 15, is it?

It looks different if we really start drilling into these figures. We see then that the most common size for a toddler group in the country lies in the range 13–15 children. 37–40 percent of all toddler groups lie in this interval. That is quite far from the 6–12 children that the target figure advocates.

The groups for older children are significantly more multifaceted, which is also due to the fact that there are different age divisions. All variants are present here, from small groups with 9 children per group to more than 28.

The point is still clear: The target is not being met. It is not because one does not want to, but because there is often no possibility, financially or due to other resource shortages.

That the government is now looking into this is, of course, very good. We wait with anticipation to see what proposals and funds will emerge from it, because one must keep in mind that if one is to follow today's guiding principles, it will cost. It will require more educators and other premises. Furthermore, it looks very different in the country's municipalities, and this in a situation where they have just emerged from a pressured situation after the pandemic and now must face developments in the world, which will require difficult prioritizations and more resources for the total defense at all levels.

There is also a time aspect to this, because right now preschools are being closed and staff are being laid off at a rapid pace across the country as a result of reduced child cohorts. It is nothing less than absurd! Instead, we should of course take the opportunity to reduce the size of the children's groups and retain the employees in order to increase the staffing density. But to make that possible, support in the form of general state grants for children's education is required, which the municipalities can use where they are needed most, instead of the government scribbling out money for specific assignments that few can apply for.

Madam Speaker! Many politicians say thank you to the educators at the preschool for the fantastic job they do. Sometimes I think it is a bit cheeky. Do not misunderstand me – you educators do a fantastic job, are committed and creative, and put your heart and soul into the work with our children, even though you all too often are not given reasonable conditions to do your job. You are expected to work magic with the resources at your disposal and most often succeed in creating a safe, warm, and creative everyday life for those who mean the most: our children. But think of what you could do if all laws, requirements, and guidelines were also accompanied by reasonable resources!

Madam Speaker! It is not only important but crucial that freedom of choice, quality, and equality in preschool exists throughout the country. All children should have the opportunity to succeed, and the foundation is laid in preschool. Leadership, trained preschool educators, group sizes, and staffing levels are what matter, as well as the fact that it must be possible to get to and from preschool in a way that works for both children and parents in terms of time and space.

I move for approval of the Centerpartiet's reservation 9 under point 4, motion 5, in order to ensure good quality and freedom of choice in preschools throughout the country.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Camilla Hansén (MP)

Madam Speaker! Preschool lays the foundation for the learning that continues for the rest of life. Preschool shall stimulate children's development and learning. Preschool shall be fun, safe, and educational for all children. That children shall be given the opportunity to learn and develop through play, creation, and exploration – on their own, in a group, and together with adults in a fellowship that provides children with care and security – is a fundamental task for preschool.

Perhaps some of you have seen the film *Det omätbara* recently? I recently noted that over 25,000 people have seen that film. I saw it a few weeks ago. It is about the working environment within some of our most important, society-sustaining professions within elderly care and childcare. It is about those who work closest to children, the elderly, and people with disabilities who need to have someone near them around the clock. It is those who perform the immeasurable work that cannot be contained in tables or figures or can be measured with reliability. It is something one learns by practicing the craft and by talking with others who share one's experiences. In the film, one sees up close their close, relational work.

In the film, one can also follow Förskoleupproret, which has now existed for over ten years. It started in Örebro around 2012 and provides insight into the preschool's work and how much is required of those who work in the preschool today. The work is difficult and requires a great deal of sensitivity. It also becomes quite obvious that we are not managing to provide those who work closest to children and the elderly with the conditions they need.

In preschools, it is obvious that the groups need to become smaller and the number of employees larger. Miljöpartiet wants a staffing norm to be introduced – a clearer legal regulation – for the number of children per preschool teacher and for group sizes. It would increase the quality and give those who work in preschools the opportunity to perform the immeasurable work.

This is not an unregulated issue. It is regulated through general advice. General advice is, as you remember from the pandemic, not a binding activity, but we still see that they are not followed. Legislation is therefore needed so that preschool activities are truly conducted based on science and proven experience.

Madam Speaker! This is not a budget debate, but the one who examines the opposition's and the government's budgets notes that some of us allocate more money than others to be able to achieve this. Fine words do not reduce the groups or increase the staffing density.

During the debate, I have, of course, noted the government parties' interest in reading and literature and the importance of learning to write letters by hand and so on. I naturally have no objections to that. However, I am still amazed by the government parties' ignorance regarding other types of learning materials in preschool – and for that matter, in the entire school system. I note that on an overall level, the government defends itself as much as it possibly can against taking the leadership that would be needed when it comes to the digitalization of the entire school system. But I see with pleasure how the initiatives on school libraries and literature in preschools that the previous government initiated continue to flourish under this government.

Most children go to preschool. It is unique to Sweden and something we know is good for many children, but not all children get that chance. It is important that preschool is available to all children, not least because it has great significance for children's development and future school results. Certain reforms have taken place in this area, and nowadays the municipalities have a special follow-up responsibility from the time children are three years old. One can also work with direct enrollment for certain groups of children. Miljöpartiet thinks that this should occur already from the age of two and apply to all children. It would give all families the same chance to enroll their children in preschool and increase equality in Sweden. If the place is not taken, a new place at a specific preschool should be offered every year.

I also want the municipalities to follow up on children between two and five years old who do not attend preschool. The general preschool should be expanded and be free of charge, especially for those with lower incomes. In the long run, naturally, what we consider to be part of the education system should be free of charge for everyone.

Everyone listening understands, of course, that this requires more people working in preschools. We need more people who dream of becoming preschool teachers and childcare workers. Our responsibility is to ensure that the preschool is a workplace that people dream of working at. We can do that, but it requires investments.

In addition to preschool's important role in itself – its intrinsic value – it has an important role in the labor market and for equality. But the municipalities are not obliged to offer childcare at inconvenient times. Some municipalities do so, but this needs to be spread more. For example, single parents can otherwise end up in a difficult situation when they cannot take the jobs where they are needed most.

This is something that the government can rectify immediately. When one sits in power, one has the power to achieve changes, especially if one sees that there is broad support for them in the chamber.

One way of working that the Green Party used during its time in government was to conduct broad inquiries. Among other things, a school commission was convened with expertise from research, the profession, and the student movement. This resulted in proposals that still characterize the government's policy when it concerns, for example, teaching materials and school libraries. Much of this comes from inquiries that were commissioned by the previous government.

We want to see that a broad commission is also convened for preschool. In the report, one can see that the opposition agrees on certain matters. There is support for several things. I believe that several parties are actually in agreement on certain matters. Such things can be investigated in a preschool commission. It could concern organization, group sizes, protection of the professional title for childcare workers, and the quality of education. It would be a real act of responsibility if the government prioritized a preschool commission that would truly provide preschool with long-term conditions.

I want to give a small example of the immeasurable. At this time two weeks ago, a school shooting was taking place in Örebro. Next to the school in question lies a preschool that was locked down. Adults and children were in a room. The curtains were drawn, and they were not allowed to go out from there. They sang songs and played with flashlights, but something extra was needed. However, they were not allowed to go out into the corridor that led to the kitchen. Therefore, the police, who were there, had to go to the kitchen and fetch ice cream from the freezer. Then the staff at the preschool and the children continued to sing, dance, and play.

The value of this cannot be measured. This is what employees at the preschool do when they are truly needed.

Madam Speaker! I move for the approval of reservation 3, which concerns accessible childcare.

(Applause)

The speech at riksdagen.se, in Swedish (opens in a new tab)

Fredrik Malm (L)

Madam Speaker! I listened to Camilla Hansen's speech, and she also requested a reply from me earlier in the debate when she asked a question about digitalization.

I have for quite some time been somewhat surprised by the Green Party's stance on this issue. One has a rather uncritical view of how digital tools, screens, mobile phones and so on have been introduced and widely rolled out across the Swedish school system, even across preschool. From the research, we now see very clearly that this has a strong negative impact on children and young people. It affects, among other things, sleep, concentration, movement and mental health. Still, the Green Party, Madam Speaker, fights tooth and nail to build digital competence for Sweden's one- and two-year-olds.

In what way is it the task of Swedish preschools to build digital competence for a one- or two-year-old, Camilla Hansén? The brain researchers are clear that one should not be introduced to screens at that age. It has a negative impact and actually has no upsides. There are the opportunity costs for this; what is sidelined by the focus on digital tools is working with the hands, building social interaction, moving, and being out and playing.

Why should one-year-olds build digital competence?

The speech at riksdagen.se, in Swedish (opens in a new tab)

Camilla Hansén (MP)

Madam Speaker! How nice that we get the opportunity to clear up some question marks. It concerns me that Fredrik Malm has thought so much about this.

The simple answer is that you are wrong, Fredrik Malm. The problem I have with the government's policy regarding digitalization is that it is unscientific. I also have a problem with the government's refusal to take responsibility for a governance, that is to say, to have a digitalization strategy for the entire school system.

I also have great concerns that the chairman of the Education Committee is unable to distinguish what constitutes the committee's area of operation. Our area of operation is education, Madam Speaker, that is to say what happens in preschool where trained educators choose between a range of different tools and where they, according to the steering documents, can use digital learning tools when it is appropriate.

My warm recommendation to the Liberals and other parties that need to increase their competence when it comes to working with digital learning tools in preschool is to visit some preschools. We cannot continue the debate by talking about how many hours children are on YouTube at home, as if that has anything to do with education.

I have at no time said that I think it is appropriate with screens for one- and two-year-olds. I will also not speak about when it is appropriate, because we have trained preschool teachers who work with it in the preschool. I will also not speak about how much children should practice handwriting or read books. I know, in fact, that all of this is done, and it lies within the educators' profession to choose how much time should be spent.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Fredrik Malm (L)

Madam Speaker! Miljöpartiet says that this does not fall within our area of preparation, after having spoken about it in the rostrum for two minutes. I took the floor precisely because of this.

Miljöpartiet pushed through a curriculum for preschool that stated that digital competence should be built from the age of one. I have never said that, says Camilla Hansén. No, she may not have said it, but she has implemented it in the form of a curriculum for the Swedish preschool system.

We are not going to interfere with how much children watch YouTube at home, she also said. No, that is the parents' responsibility. My problem is if children watch too much YouTube at preschool when they are one or two years old.

We need to roll back the incredibly uncritical approach to digitalization that has existed. Here, one can choose between two things. Either one listens to the research, Madam Speaker. Then one listens to what the brain researchers say about what negative impact screen time has on very small children. Or one does as the Miljöpartiet does and listens to the internet giants who want to roll out enormous volumes of digital support tools across the Swedish school system. Then one ends up in the clutches of Samsung, Microsoft, and Apple instead. Unfortunately, many municipalities in Sweden have done this. We must listen to what the brain researchers say about what negative impact this has.

Madam Speaker! I am struck by how lightly Miljöpartiet takes the consequences of the societal change we have experienced over the last 10–15 years, especially the one that has affected young people. For example, young girls sleep less, and people move less. This affects concentration, people read less, and fewer children learn to read in primary school. All of this is connected to the fact that people are scrolling more and more.

Of course we should have mobile phones, but digital competence does not need to be introduced when children are one year old.

The speech at riksdagen.se, in Swedish (opens in a new tab)

Camilla Hansén (MP)

Madam Speaker! I am somewhat surprised to have to state what our area of responsibility is, which is preschool. I have not spoken about screen use in any other way, but only that which concerns our area of responsibility. In preschool, YouTube is not a digital learning tool that one utilizes. I therefore repeat the advice to go and visit some preschools.

A critical approach does not mean painting a picture of what someone else thinks and then hacking away at it.

What I emphasize when I say that the government needs to show leadership regarding the digitalization of the school system is that there must be a scientific basis. It is about the digitalization of the entire school system, from hardware, software, and implementation to how different systems communicate with each other, how teachers' administration should be facilitated, and when different tools should be used.

It is not a Member of Parliament's task to be in a preschool – or, for that matter, a middle or high school – and speak in detail about how they should do their work. It is they who read the research and have the competence. It is at the strategic level that we should be.

When it comes to the rollout itself, the Liberals usually refer to the municipalities' responsibility and really wash their hands of it. I usually do not find this so sympathetic but believe that we should take a holistic responsibility. But there are some prominent liberal representatives who have truly embraced one-to-one when it comes to screens. This is not found in any strategy that any MP has been involved in.

That is why it is necessary to have a critical discussion based on research – not just within one discipline but multidisciplinary research. This is the difference between being at a strategic level, where a government should be, and at a preschool.

(Applause)

The deliberation was hereby concluded.

(Decisions were made under § 15.)

The speech at riksdagen.se, in Swedish (opens in a new tab)